Preparation of nursing students in nursing informatics competencies for future healthcare practice environment

Abstract

Background: Rapid technology advancement highlights the importance for nursing education to prepare competent nurses in informatics. This study examined nursing informatics (NI) integration in an undergraduate curriculum and competency levels at a selected South African university. Method: A survey measured NI competencies among undergraduate nursing students, followed by curriculum mapping to assess the inclusion of NI content in the undergraduate curriculum. Participants completed the TANIC© nursing informatics questionnaire. Demographics and activities underwent descriptive analysis. Mean scores out of 4 indicated competency levels from novice to proficient. 95% confidence intervals were computed for computer literacy, clinical information management, and information literacy domains. Independent Samples Wilcoxon U Tests compared competency level differences by year per domain. Curriculum mapping assessed technology-related activities across the four-year programme. Results: Of 222 respondents (79.9% response rate), competence levels increased with year level, with computer literacy scoring highest (mean 3.33, ±0.48), nearing proficient levels, followed by information literacy (mean 2.81, ±0.68), falling within a comfortable competency range, and clinical information management, (mean 2.73, ±0.77) indicating advanced beginner competency. Curriculum mapping revealed the absence of information management. Conclusion: A need exist to increase NI integration in the curriculum, and better equip nurse educators toprepare students for technologically infused healthcare environments.